The Relationship between Secondary School Teachers' Curriculum Fidelity and National High Stake Tests

The aim of this study is to test a path analysis model that examines teachers’ self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers’ Motivation to Teach Scale, and the Curriculum Fidelity Scale were all used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson’s correlation, and path analysis were also used to test the data. Results gathered from the study show that teachers have strong self-efficacy beliefs; while they had a high level of intrinsic motivation, their extrinsic motivation was found to be at a moderate level. Based on the results of the path analysis, teachers’ self-efficacy beliefs were found to directly and indirectly predict both their motivation to teach and their curriculum fidelity. In addition, teachers’ levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

This study proposes a Mäori framework in which to view Mäori secondary teachers' experiences in relation to teacher education. I argue that an akonga Mäori framework based on a kaupapa Mäori theory provides an indigenous perspective on Mäori teachers' roles which in turn, may allow education providers to better engage with Mäori student-teachers in preparing them for their work in secondary schools.

The aim of the study is to determine the relationship between quality of work life and positive psychological capital levels of teachers working in secondary schools. Relational survey model and simple random sampling method were used in the study.The sample consists of 385 teachers. “Quality of Work Life Scale” developed by Akar and Üstüner (2017) and ‘Positive Psychological Capital Scale’ developed by Tösten and Özgan (2014) were used as data collection tools. In the analysis of the data, arithmetic mean and standard deviation values were calculated to determine the quality of work life and positive psychological capital levels of secondary school teachers. In the study, quality of work life and positive psychological capital perceptions of secondary school teachers were found to be at a high level. Secondary school teachers' perceptions of quality of work life differ significantly according to marital status and school type. Secondary school teachers' perceptions of positive psychological capital differ significantly according to school type and education level. There is a positive and moderately significant relationship between quality of work life and positive psychological capital levels of secondary school teachers.

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

The study aimed at identifying the degree to which secondary school teachers in public schools accept the use of transformative leadership by their principals from their perspective. The study used the descriptive method, and developed a questionnaire containing (20) paragraphs. The validity and reliability of the study tool has been verified. The study population contains the working teachers of high schools of the first semester of the academic year 2017-2018. They were taken among secondary public schools at Zarqa Education Principalate II. A random sample of 250 teachers was taken. The study concluded the following results:- The mean averages and standard deviations showed that the degree to which secondary school teachers in public schools accept the use of transformative leadership by their principals from their perspective was moderate. Therefore, the study recommends that teachers be introduced to the importance of transformative leadership and give training courses to activate the application of transformative management in secondary public schools.- There are statistically significant differences in the grades of study's sample of the degree to which secondary school teachers in public schools accept the use of transformative leadership by their principals from their perspective due to gender variable that was in favor of males. Therefore, the study recommends holding training courses for secondary school teachers to apply in their schools.- There are statistically significant differences in the grades of study's sample of the degree to which secondary school teachers in public schools accept the use of transformative leadership by their principals from their perspective due to experience variable. Therefore, the study recommends that secondary school teachers in public schools should be informed of their experience from 1-10 years on this style of leadership.

The aim of the research was to examine the relationship between secondary schools teachers’ critical thinking skills and school health perceptions and to develop suggestions in the direction of findings This study was designed as a relational survey model. The universe of the research was composed of the teachers working in the state secondary schools in Izmir in the 2017-2018 academic year. The sample of the study determined by the proportional cluster sampling method constituted 897 teachers working in state secondary schools in the districts of Buca, Cigli, Gaziemir, Karabaglar, Karsiyaka and Konak in Izmir but 724 teachers participated in the research. According to the results of the research the total scores of secondary school teachers' critical thinking skills showed a significant difference according to their gender and the number of teachers in their schools. The subscale scores of secondary school teachers’ critical thinking skills showed significant differences according to their gender, branches, the number of teachers and students in their schools. The school health perception scores of secondary school teachers showed a significant difference according to their gender, branches, the number of teachers and students in their school. It was seen that there was a positively low correlation between secondary school teachers’ critical thinking skills total and subscale scores and organizational health subscales in addition critical thinking skills subscales explained organizational health subscales significantly.

The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar and supportive training courses. Most teachers find supportive training courses useful and state the reason of working in them both financial and service score. As to the effects on students while most teachers have mentioned positive effects like equality of opportunity some have stated attention and interest levels of students have decreased due to fatigue. As for the effects on teachers, most have stated positive impacts like financial benefit and service score while some have mentioned negative effects like getting tired. In general teachers have named typical common problems as transportation, nutrition and absenteeism. Accordingly with the findings of the study some suggestions have been made.

The purpose of this study is to examine the factors affecting the curriculum fidelity of teachers working in different types of school. In the study, case study design from qualitative research designs was used. The participants of the study werre teachers working in primary, secondary and high school types in publice school affiliated to the Ministry of National Education in rural district in a province located in the Northers Anatolia region of Türkiye in the fall semester of the 2022-2023 academic year. The participants was determined by convenient sampling method. The data of the study were obtained through a semi-structured interview form. The research data were analyzed using the thematic analysis method in accordance with qualitative research and findings were determined. While determining the findings, themes and categories were obtained and direct quotations were included to reflect the teachers' opinions. As a result of the research; It was determined that they expressed the opinion that curriculum characteristics, institutional characteristics, student characteristics, geographical conditions, family structure, social development of students, centralized education system, high-stakes tests, and pre-service and in-service training that teachers receive affect teachers' curriculum fidelity.

The current study sought to determine the impact of school leadership using artificial intelligence techniques to motivate teachers in secondary schools within the Green Line, as well as to identify differences in sample responses based on academic qualification and years of experience. The descriptive field methodology was employed by the researcher, and the study sample included 479 male and female instructors from secondary schools within the Green Line during the academic year 2023-2024. They were chosen at random and spread throughout thirty-one schools. To fulfil the study's aims. A questionnaire with twenty-one items was developed. The results of the study indicated that the impact of school leadership using artificial intelligence techniques to motivate teachers in secondary schools within the Green Line was high, and the presence of statistically significant differences in the impact of school leadership in using artificial intelligence techniques to motivate teachers in secondary schools within the Green Line attributed to the variables of academic qualification and years of experience. The results also revealed statistically significant differences in the arithmetic means of the impact of school leadership utilizing artificial intelligence tools to encourage instructors, based on academic degree and experience. The differnncese were in favor of teachers with postgraduate degrees and those with ten years or more of experience.

In this research, it is aimed to reveal the relationship between secondary school teachers’ perception of organizational justice and their perception of school climate. The research is a relational descriptive study in which the survey model is used. The sample of the study consists of 370 teachers selected by convenient sampling method among the teachers working in the general and imam hatip secondary schools in Izmit district of Kocaeli province in the academic year 2020-2021. "Organizational Justice Scale" and "Organizational Climate Scale" were used as data collection tools. In the analysis of the data, Pearson correlation coefficient was calculated for the relationship between variables, and simple linear regression analysis and multiple linear regression analysis were performed for predictive variables. As a result of the study, it was determined that there is a positive, moderately significant relationship between organizational justice and school climate. It was found that teachers’ perceptions of organizational justice are a significant predictor of school climate, and the order of importance of the sub-dimensions of organizational justice in explaining school climate is “procedural justice”, “distributive justice”, and “interactional justice”. In addition, the research findings show that organizational justice affects the supportive principal behavior, which is one of the sub-dimensions of the school climate, the most.

There have been dynamics in the pension systems globally which have witnessed various countries embracing the pension reforms within their Pension Scheme arrangements in respective jurisdictions. This evolution compelled Malawi to introduce the Contributory Pension Scheme (CPS) in 2011, targeting all employees, but received it with mixed feelings. This study purposed to establish public secondary school teachers’ perception of the CPS and its implementation effect. The study was guided by three objectives which were; to assess secondary school teachers’ knowledge levels of the CPS; to describe the perception of secondary school teachers about the CPS, and to establish factors that influence secondary school teachers’ perception of the CPS. A mixed method approach was used with questionnaires and scheduled interviews as data collection tools. Slovin’s formulae was used to derive the sample size of 240 employees from the 2000 target population. Purposive and random sampling were used as sampling techniques in which 240 were targeted for questionnaire administration on drop-and-pick-basis, while 5 respondents were selected purposively for qualitative data collection through scheduled interviews. Descriptive statistics was used to analyze quantitative data using SPSS V25 while qualitative data was firstly organized, reviewed and later themedfor content analysis. The response rate was 90.8%. The study results show that secondary school teachers’ knowledge levels of the CPS are low as indicated by 50% of the respondents. Similarly, 57% stated that they do not accept the CPS as a replacement to Defined Benefit Pension Scheme (DBPS) owing to the haphazard manner in which it was implemented with a strong perception that it was devoid of stakeholder consultation / engagement.On the other hand, 62% stated that they did not receive required scheme transaction and funds information of the new pension scheme as a major factor for the none acceptance, contrary to the aspirations of the Agency-Principal Theory. To this effect, the study concluded that despite the many merits of the CPS, employees are lacking some basic information on how their contributions are made, kept, and the pre-retirement utilization of the same by the Administrative Managers. Therefore, the study strongly recommends a paradigm shift in the management and administration of the scheme, by among others, entrenching principles of corporate governance of being transparent, accountable, ethical, responsible, and responsive to the primary stakeholders’ information needs from government and Administrators / Managers of the scheme in the manner of handling the funds on behalf of the pensioners as the same has implications on employees’ work motivation. There must be intentional communication to all pensioners in raising awareness of all activities related, and /or incidental to the pension scheme in order to demystify all misconceptions and negative publicity of funds misuse by the Administrators and Managers.

Araştırma, öğretmenlerin algılarına göre okul yöneticilerinin teknoloji liderliği rolleriniyerine getirme düzeylerini ve bu düzeylerin öğretmenlerin sahip olduğu bazı demografikdeğişkenlere göre farklılaşıp, farklılaşmadığını incelemek amacıyla betimsel taramamodelinde desenlenmiştir. Araştırmanın evrenini; 2018-2019 eğitim öğretim yılında, Aydınili merkez Efeler ilçesinde ilkokul, ortaokul ve liselerde görev yapan öğretmenleroluşturmaktadır. Araştırma 392 öğretmenle yürütülmüştür. Araştırma verilerinintoplanmasında “Kişisel Bilgi Formu” ve “Okul Yöneticilerinin Teknoloji Liderliği Ölçeği”kullanılmıştır. Verilerin analizi betimsel ve kanıtlamasal istatistik teknikleri ile yapılmıştır.Öğretmenlerin teknoloji liderliğine ilişkin algıları tüm boyutlarda ve teknoloji liderliğindegörece yüksektir. Öğretmenlerin teknoloji liderliğine ilişkin algıları, öğretmenlerincinsiyetine göre değişmemekte ancak eğitim durumu, kıdem ve okul türüne göredeğişmektedir. Vizyon - destek boyutunda ve genel teknoloji liderliğinde ön lisansmezunlarının puanları, lisans ve yüksek lisans mezunlarının puanlarından yüksektir.İletişim -işbirliği boyutunda ise ön lisans mezunlarının puanları, lisans mezunlarınınpuanlarından yüksektir. İletişim – işbirliği ve vizyon - destek alt boyutlarında, 21 yıl veüzeri kıdemi olanların puanları, 10 yıl ve altı kıdemi olanların puanlarından göreceyüksektir. Genel teknoloji liderliğinde ve tüm alt boyutlarda ilkokul öğretmenlerininpuanları, ortaokul ve lise öğretmenlerin puanlarından; ortaokul öğretmenlerinin puanlarıda lise öğretmenlerinin puanlarından görece yüksektir. Söz konusu bulgulara dayalı olarakokul yöneticilerinin sergiledikleri teknoloji liderliği davranışlarının korunması vegeliştirilmesine yönelik çeşitli öneriler sunulmuştur

The study investigated organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State, Nigeria. Five research questions guided the study and six null hypotheses were tested. The study adopted correlational survey research design. The population of the study comprised all the 6396 teachers in public secondary schools in the state. Out of the population, a sample size of 1279 teachers was drawn through proportionate stratified random sampling techniques. Data was collected using three different questionnaires developed by the researchers. The questionnaires include school organizational culture questionnaire (SOCQ), Teachers’ job performance questionnaire (TJPQ) and Teachers’ attitude to work questionnaire (TAWQ). The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University Awka. Cronbach Alpha method was used to determine the reliability of the instruments which yielded a reliability coefficient of .959, .957 and 0.701 respectively. The reliability indices were considered high enough and thus the instruments were deemed reliable. Data collection was done by the researchers with the help of ten research assistants. Aggregate score was used to answer research questions 1 to 3 while Pearson r was used to answer research questions 4 and 5 and critical probability table of Pearson r was used to take decision on the six null hypotheses at 0.05 level of significance. The findings showed among others that: teachers rated their school organizational culture to be good; teachers’ job performance is good and teachers have positive attitude to their work. Also, it was found that there is no significant relationship between school organization culture and teachers’ job performance; and no significant relationship between school organizational culture and teachers’ attitude to work. Based on the findings it was recommended that: School management and management of Anambra State post primary school service Commission should ensure improvement in secondary school culture in order that all the teachers would rate their school culture to be good without some rating it to be poor. It was also recommended that in- service training be organized for secondary school teachers through seminars, workshops and advance learning in order to ensure that all of the teachers have good job performance and positive attitude to work.
 Keywords: Correlate, Organizational Culture, Teachers, Job Performance and Attitude to Work

Journal of Research in ReadingVolume 1, Issue 2 p. 87-107 The alleviation of psycholinguistic deficits and some effects on the reading attainments of poor readers P. D. Pumfrey, P. D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology he worked for several years in the Manchester Schools Psychological Service as a specialist in the remedial teaching of reading. Following completion of an M.Ed. degree a further course of professional training, he worked as an Educational Psychologist. He is now responsible for running an advanced course of training in Guidance and Counselling in Education. Additionally he teaches courses on the diagnosis and treatment of reading dificulties to various Masters Degree courses including the training course for Educational Psychologists. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in various aspects of guidance and counselling in schools. Mr. Pumfrey may be contacted at the Division of Educational Guidance, Department of Education, University of Manchester, Manchester, MI3 9PL, England.Search for more papers by this authorJ. G. Naylor, J. G. Naylor J. G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Child Guidance Service. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both secondary and primary schools, he completed a course leading to a Certificate in the Education of Backward Children and joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to a Diploma in Educational Guidance and an M.Ed. degree ofthtr University of Manchester. Mr. Naylor's research interests are in the fields of language and reading development with particular emphasis on the remedial teaching of reading. Currently he is studying for a Ph.D. degree of the Open University. Mr. Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds, LS8 3LW, England.Search for more papers by this author P. D. Pumfrey, P. D. Pumfrey Peter Pumfrey is a Senior Lecturer in Education in the Division of Educational Guidance of the Department of Education at the University of Manchester. After qualifying as a teacher and later taking a Diploma in Child Psychology he worked for several years in the Manchester Schools Psychological Service as a specialist in the remedial teaching of reading. Following completion of an M.Ed. degree a further course of professional training, he worked as an Educational Psychologist. He is now responsible for running an advanced course of training in Guidance and Counselling in Education. Additionally he teaches courses on the diagnosis and treatment of reading dificulties to various Masters Degree courses including the training course for Educational Psychologists. His major research interests are in the measurement of reading abilities, the alleviation of reading difficulties and in various aspects of guidance and counselling in schools. Mr. Pumfrey may be contacted at the Division of Educational Guidance, Department of Education, University of Manchester, Manchester, MI3 9PL, England.Search for more papers by this authorJ. G. Naylor, J. G. Naylor J. G. Naylor is a Specialist Teacher working under the aegis of the City of Leeds Child Guidance Service. He is a graduate member of the British Psychological Society. After experience as a qualified teacher in both secondary and primary schools, he completed a course leading to a Certificate in the Education of Backward Children and joined the City of Leeds Child Guidance Centre as a Remedial Teacher. Further study led to a Diploma in Educational Guidance and an M.Ed. degree ofthtr University of Manchester. Mr. Naylor's research interests are in the fields of language and reading development with particular emphasis on the remedial teaching of reading. Currently he is studying for a Ph.D. degree of the Open University. Mr. Naylor can be contacted at the Leeds Child Guidance Service, East Leeds Area Base, c/o Dorset Primary School, Thorn Walk, Leeds, LS8 3LW, England.Search for more papers by this author First published: September 1978 https://doi.org/10.1111/j.1467-9817.1978.tb00178.xCitations: 5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume1, Issue2September 1978Pages 87-107 RelatedInformation

Bu araştırmada öğretmenlerin öğretim programlarına bağlılık düzeylerinin belirlenmesi ve bağlılıklarının cinsiyet, yaş, mesleki kıdem, çalıştıkları kademe, branş, mezun olunan fakülte türü, hizmetiçi eğitim durumu ve lisansüstü eğitim durumu değişkenleri açısından incelenmesi amaçlanmaktadır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklem grubunu 2021-2022 eğitim-öğretim yılının güz döneminde Manisa’nın Salihli ilçesinde farklı kademelerde görev yapmakta olan ve tabakalı örnekleme yöntemiyle seçilmiş 500 öğretmen oluşturmaktadır. Araştırma verileri “Öğretim Programına Bağlılık Ölçeği” ile toplanmıştır. Verilerin analizinde betimsel istatistikler (ortalama, standart sapma) ve çok faktörlü varyans analizi (MANOVA) kullanılmıştır. Araştırma sonucunda öğretmenlerin öğretim programına bağlılık düzeylerinin; uyma, süre ve program farklılıkları alt boyutlarında orta düzeyde; uygulamanın kalitesi, katılımcı tepkileri, öğretmen eğitimi ve okul iklimi alt boyutlarında ise yüksek düzeyde olduğu bulunmuştur. MANOVA sonuçlarına göre öğretmenlerin öğretim programına bağlılık düzeylerinin cinsiyet, mezun olunan fakülte türü ve lisansüstü eğitim yapma durumuna göre anlamlı düzeyde farklılaşmadığı belirlenmiştir. Bunun yanı sıra, araştırmada yaş, mesleki kıdem, çalışılan kademe ve hizmetiçi eğitim alma durumlarının öğretim programına bağlılık ölçeğinin bazı alt boyutlarında anlamlı farklılığa yol açtığı sonucuna varılmıştır. Araştırma sonuçlarından yola çıkılarak programa bağlılık konusunda öğretmenlere yönelik nitelikli ve daha sık hizmetiçi eğitim düzenlenmesi önerilebilir.